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| 16 Theory slides |
| 11 Exercises - Grade E - A |
| Each lesson is meant to take 1-2 classroom sessions |
Here are a few recommended readings before getting started with this lesson.
Tearrik is really excited about a game that is coming out this weekend. He decides to sell some of his stuff so that he can make enough money to buy the game.
A variable is a symbol used to represent an unknown quantity. Often, variables represent fixed but unknown numbers. Variables are usually denoted with letters such as x. x+1=8
Alternatively, a variable can be used to represent a quantity that changes. Izabella's income varies depending on the number of hours she works. She receives a fixed salary of$100 per week plus$4 per hour. In this case, Izabella's weekly income could be different every week, depending on the number of hours she works. Therefore, the use of a variable is appropriate. Let x be the hours that Izabella works in a week. Her income can be written by adding the fixed $100 to the $4 per hour.
Izabella's Weekly Income 4x+100When dealing with variables, sometimes other numbers are needed to complete a mathematical idea. One type of these numbers is coefficients.
A coefficient always multiplies a variable. Consider the following example. 5x In this case, the coefficient is 5. The coefficient is the multiplier, even if the variable is raised to some power. 2x^3 In this case, the coefficient is 2. Note that a variable with a coefficient of 1 is usually written without a coefficient.
1x^2 = x^2Another type of numbers that appear with variables is called constants.
A constant is usually added to or subtracted from a variable. Consider the following example. x + 15
In this case, 15 is a constant. It should be noted that not every constant is written with digits. Some special constants are written with special symbols, such as the number pi, which is often written as π .The applet below displays different variables multiplied by coefficients. Answer the indicated question correctly.
An algebraic expression is a valid combination of numbers, variables, and mathematical operations. For example, in the expression 2x+3, the variable x is being multiplied by its coefficient 2, and this product is then added to the constant 3.
Algebraic expressions are made by adding or subtracting smaller expressions called terms.
+or
-signs.
Mathematical Expression | Number of Terms | Terms |
---|---|---|
7x | 1 | 7x |
8 | 1 | 8 |
8x - 2(5) | 2 | 8x and -2(5) |
x^2 + y^2 +4 | 3 | x^2, y^2, and 4 |
2x^2 -5x - 122 | 3 | 2x^2, -5x, and -122 |
At his garage sale, Tearrik is selling some of his old shirts and pants.
Remember that an algebraic expression is a combination of numbers, variables, and mathematical operations.
An algebraic expression is a combination of numbers, variables, and mathematical operations. The terms are separated by +
or -
signs. In verbal expressions, some words or phrases may imply certain math operations.
Key Words and Phrases | |
---|---|
Addition | added to, plus, sum of, more than, increased by, total of and |
Subtraction | subtracted from, minus, difference of, less than, decreased by, fewer than, take away |
Multiplication | multiplied by, times, product of, twice |
Division | divided by, quotient of |
It is given that the price of a shirt is written with the variable s. The operations will be found by examining the given information. Tearrik is selling the pants at $1 more than three times the price of a shirt. It is time to identify the keywords in this sentence. The phrase more than indicates an addition. In this case, $1 is going to be added to some other quantity. 1 + The phrase three times represents a multiplication. In this case, it is 3 times the price of a shirt, which is s. 1 + 3s There is no more information to include, so this expression represents the price of a pair of pants. 1+3s
Tearrik was able to buy the video game he desired and he started playing right away.
In the game, timed challenges reward players with bonus points for finishing them quickly. Confused about how the bonus points are rewarded, Tearrik asked his friend Magdalena about it. She told him how the bonus points work.
Identify the variable. Then, look for keywords in Magdalena's information that indicate operations.
It is important to identify the variables before writing an algebraic expression. In Magdalena's description, the time it takes to finish the challenge can be different for different tries or different people. Since this time can change, it can be assigned to the given variable t.
Time to Finish the Challenge: t
An algebraic expression is a combination of numbers, variables, and mathematical operations. The terms are separated by +
or -
signs. In verbal expressions, there are words or phrases that indicate certain mathematical operations.
Key Words and Phrases | |
---|---|
Addition | added to, plus, sum of, more than, increased by, total of and |
Subtraction | subtracted from, minus, difference of, less than, decreased by, fewer than, take away |
Multiplication | multiplied by, times, product of, twice |
Division | divided by, quotient of |
Examining Magdalena's explanation, it is possible to find some of these keywords. The bonus points are half the difference between400 and the time it took to finish the challenge The half indicates a division by 2 and the difference indicates a subtraction. Magdalena says to take half the difference. Because of this, it is convenient to write the difference first. This difference can be written by subtracting the time t from 400. 400 - t The division by 2 affects the result of the subtraction. Considering the order of operations, division operations are evaluated before subtraction. To evaluate the subtraction first, it is important to write the subtraction between parentheses. 1/2(400 - t) This expression can help Tearrik to determine how many bonus points he will get for however much time he takes to solve the challenge.
Tearrik continues to enjoy playing his new game. He is focusing on collecting the challenge stars on each level.
3+ 3+...+ 3_x= 3x
After a weekend of playing his new game, Tearrik has to go to class. During math class, the teacher drew a square on the whiteboard.
The professor asked the class about the difference between the area of the square and its perimeter.
Area of the Square: s^2 The perimeter, on the other hand, is found by adding the length of all sides of a square. Since the four sides of the square all have a length of s, the perimeter is found by multiplying s by 4. Perimeter of the Square: 4s Then, to find the difference between these two values, subtract the perimeter from the area. s^2- 4s
s= 7
Calculate power
Multiply
Subtract terms
While studying math, Tearrik remembered that he drew a sign to show the prices for the shirts and the pants during his garage sale.
Since Tearrik started studying algebraic expressions, he realized that he could use variables to represent the number of items of clothing he sold. He assigned s for the shirts he sold and p for the pants he sold.
Since every shirt costs $ 5 and he sold s shirts, the amount of money Tearrik made from them can be written as the product of 5 and s. 5* s
In a similar way, the money made from selling pairs of pants is the product of their price, $ 16, and the number of pairs of pants sold, p. 16* p
Finally, the expression for the total amount of money made comes from adding the two previous expressions. 5 s + 16 p
s= 10, p= 4
Multiply 5 by 10
Multiply 16 by 4
Add terms
Consider the following variables with assigned values. a = 5 & b = 1/2 [0.8em] c = 2 & d = 14 Evaluate the given algebraic expression for the given values.
At the beginning of the lesson, Tearrik's parents decided to give him money based on what he made from selling his old clothes. How much money Tearrik made initially is unknown, but a variable can be used to represent this value. Consider x as the money Tearrik made at his sale. Money From the Garage Sale: x Consider what Tearrik's parents said about how much money they would give him. Keep in mind that phrases in this plan will indicate the necessary operations for writing the information as an algebraic expression. Double the money Tearrik made and add an additional $5 extra. The word double indicates multiplication by 2. This means that x is multiplied by 2. 2x On the other hand, the word add indicates addition. The $ 5 are added to double the money Tearrik made. 2x + 5
And now an expression for the total amount of money Tearrik got from his garage sale can be written, even if the initial amount is unknown. Algebraic expressions are great for writing mathematical ideas easily.
Let's look for keywords to write an expression for the greater number. The word difference indicates a subtraction. Since the variables x and y are used to represent the lesser and greater number, we can start writing the expression. y - x We are told that this difference is 11. We can write this by putting an equality symbol between y-x and 11. y - x = 11 Now we have an expression for the difference. This is great progress, but we want an expression for the number y. It is a good thing that when we add and subtract the same number, the result is always zero. We should keep in mind that we must add x to both sides of the equality symbol.
Note that we modified both sides of the equality symbol doing the same operation. When we do this, the equality remains true! Now we found an expression for the greater number y. y = 11 + x Therefore, the greater number is represented by the expression 11+x.
The area of a square is equal to 2 times the perimeter of the square. The dimensions of the square are in meters.
Let's recall the formula for the area of a square. The area of a square is the square of the side's length. Since the given square has a side length of s, its area is the square of s. Area of the Square: s^2 We are told that this area is 2 times the perimeter of the square. Since the perimeter of a square is 4 times its side length, our square has a perimeter of 4 times s. Perimeter of the Square: 4s Now we can relate the area and perimeter of the square. The area of the square is equal to 2 times the perimeter of the square. s^2 & = 2 * 4s [0.4em] s^2 & = 8s Here, we can rewrite s^2 as s* s. Let's do it!. s* s = 8s We can see that the variable s is on both sides of the equality symbol. If we divide both sides by s, we can isolate s on one side of the equation.
The square has a length of 8 meters, but we need the area of the square. It is a good thing that we already know the expression for the area of the square. We substitute s=8 into s^2.
We concluded that the square has an area of 64 square meters.